XXII. IMPACTO DE LA GAMIFICACIÓN EN EL RENDIMIENTO ESCOLAR DE LOS ESTUDIANTES DE EDUCACIÓN PRIMARIA

Abstract

After a period of work through a distance education modality caused by the pandemic
derived from the SARS-CoV-2 virus, the Mexican Educational System determined the faceto-face return of students to the Basic Education classrooms through a hybrid educational
modality, which implied that teachers readapt their practice based on the development of
various educational strategies that addressed the challenges identified from the initial
diagnosis.
In this case, it is appropriate to identify the impact that the implementation of gamified
systems had on the school performance of elementary school students in rural areas as a
strategy for educational improvement during the first semester of work in a hybrid modality.
Thus, from a quasi-experimental design and a quantitative approach, was applied to a sample
formed by a group of elementary school students from the rural area of Puebla, Mexico, a
pedagogical test as a pretest and posttest and three gamification canvases as a quasiexperiment.
This allowed verifying that after the implementation of the gamification strategy, the
students' results gradually increased; however, it was the men who presented a higher score
in more than 50% of the items, so that it is convenient to identify the contents evaluated by
the items with lower scores.